Australasian Journal of Educational Technology, 2014, 30(2).

ascilite

Learning outside the walls of the classroom: Engaging the

digital natives
Andrea K. Veira
St. Vincent Girls High School, St. Vincent and the Grenadines
Coreen J. Leacock
The University of the West Indies, Cave Hill Campus, Barbados
S. Joel Warrican
The University of the West Indies Open Campus, Barbados
This study investigated the response of students and teachers to the use of ICTs to promote
teaching and learning outside of the classroom and regular school hours in a Caribbean
secondary school. Following an action research design, Grades 10 and 11 Biology students
were given access to subject content and learning support through online discussion groups
(Google and Facebook), a website that hosted information and an accompanying blog.
Data were collected by questionnaire, interviews, and observation. Initially, the students
were reluctant to use the discussion groups, though they eventually reported that these
facilities provided useful learning support outside of the classroom. They however rejected
the Google group in favour of the more familiar Facebook group. Students were so
enthusiastic about these resources that they requested that more subject areas be added.
Teachers were somewhat reluctant to answer this call, citing the lack of access to
equipment and time as deterrents. One year later, the initiative had expanded to the point
where the school had acquired additional equipment, had devised a policy for ICT use,
additional resources were added to the website and increasingly, students were using their
portable devices for academic purposes both in and out of school.

Introduction
Computers have become an integral part of human lives, more so than any other dominant technology
ever invented (Oludipe, 2009). He further explains that we are in an age where the use of information and
communications technology (ICT) is expected to make pedagogy more student-friendly. Wheeler (2001)
states that ICT will inevitably proliferate into classrooms and the role of the teacher must change to
accommodate ICT. He asserts that with ICT in the classroom, certain teaching resources like chalkboards
will become obsolete and certain forms of assessments redundant as multimedia presentations and quicker
forms of assessment and feedback are utilised by technology. This view is supported by Watson (2001)
who states that Information Technology serves as the catalyst for change in teaching style, learning
approaches and access to information. However, the automatic adoption of these new technologies should
not be expected, since as Watson notes, teachers are somewhat threatened by this change. While this
seems to be a global phenomenon, there are those schools which are embracing the change and making
efforts to incorporate ICT into the teaching and learning process. For example, Pearson and Naylor
(2006) report that some education institutions in the UK are taking advantage of the power of the
technology to transform pedagogic practices and are pushing ahead with innovative projects.
Here in the Caribbean region, the importance of ICT as a catalyst for facilitating national development
through the transformation of education systems has been recognised. Many of these countries (for
example Barbados, St. Kitts and Nevis, Trinidad and Tobago and St. Vincent and the Grenadines) are
seeking to include ICT and Information Technology in their curricula, and have introduced policies and
initiatives to that end. In Barbados, the Education Sector Enhancement Programme (ESEP) was
introduced in the year 2000. Though it was an overall education reform, a major emphasis was on
equipping schools with ICTs (Barbados Ministry of Education, Youth Affairs and Sport, 2003). In St.
Kitts and Nevis, computer labs were introduced in schools in 1998 and new policies to improve on ICT
facilities and developments were re-established in 2006 (Gaible, 2009). Similarly, the installation of
computer labs in all of its existing secondary schools was identified as a key component of Trinidad and
Tobagos Secondary Education Modernisation Programme (SEMP) (Burgess et al., 2011). This is in
keeping with the view that ICT is critical to the transformation of the education system in that country

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and for preparing students to function in an ever-changing global environment (TT, Ministry of
Education, 2010, 2012). Evidently then, the trend regionally is towards the implementation of ICT in
national education systems. This is also the case in St. Vincent and the Grenadines.
St. Vincent and the Grenadines (SVG) is a small state comprising a group of 32 islands (9 of which are
inhabited) located in the archipelago of the Eastern Caribbean. This small group-island state covers an
area of 389 square kilometres and is home to approximately 110,000 people. Although the use of
technology in the classroom is somewhat of an innovation in SVG, Vincentians have long had access to a
wide range of technological tools. For example, mobile phones are very prevalent, with the National
Telecommunication Regulatory Commission in the country reporting that in 2009, there were 121,114
pre- and post-paid mobile telephone subscriptions (NTRC, 2011). The use of this technology spanned all
generations. Also common are other portable devices such as tablets, Kindles and laptops. Access to the
Internet is also widely available. Indeed, according to the NTRC (2011), there were 12,155 residential
Internet subscribers, representing 37% of the households in the country. Internet speed within households
ranges from 1 to 4 megabytes per second. Furthermore, through government initiatives, rural and
underserved communities have access to free wireless Internet services at a speed of 8 megabytes per
second. This provision is made via public buildings such as schools and community learning resources
centres.
As is the global trend, computer technology has made its way into educational institutions at all levels in
SVG, where in 2010, the government introduced a policy to adopt new technologies as tools for teaching
and learning. In order to ensure that its citizens develop twenty-first century skills, the SVG government
embarked on an initiative that involves gradually providing all students with access to computer
technology through a One-Netbook-Per-Child scheme. One aim, among others, is to ensure that
learners are technologically literate in order to access national, regional and world-wide employment
opportunities (St. Vincent and the Grenadines Ministry of Education, 2011). In harmony with this
national policy, efforts are being made to encourage schools to use ICTs for handling student records with
information management systems, for enhancing learning, and as tools for research and communication.
This trend is facilitating the introduction of new and creative educational practices designed to increase
students interest and motivation to engage with the content of the different subjects that they study. A
good way of doing this is to make use of the devices for which young people seem to have great
enthusiasm and that they often have in their possession. Pearson and Naylor (2006) show that the
ownership of multimedia-capable mobile phones, portable music players and mobile computing devices is
increasing rapidly among students in schools, though students often find that many of the skills and the
knowledge they acquire informally are not valued within the school setting. Needless to say, the
discrepancy between what is valued by students and schools makes the use of such devices challenging.
These challenges are further exacerbated by the fact that teachers often appear to be less comfortable
and/or competent at using these devices than are their students.
The presence of such portable devices among the students in a secondary school in SVG triggered the
interest in investigating their use as means of facilitating students learning outside the walls of the
classroom and at more flexible times. Thus, the purpose of the study reported here was to investigate the
views, practices and experiences of students and teachers in relation to the implementation of an initiative
to use ICTs to promote teaching and learning outside of the classroom and regular school hours. This is
very appropriate in this context because, although relatively prevalent, portable electronic devices are not
widely used for educational purposes. There is evidence to suggest that these devices when used with
other facilities such as the Internet and social networking sites can provide students with alternative
avenues for engaging with subject content (Trucano, 2005). Through the Internet, students are learning
twenty-first century skills on their own at home while at school they are mostly engaged in passive
learning activities since they are not allowed to multi-task with their gadgets: chatting, blogging, reading
or playing video games (Schrum & Levin, 2009). This is also true of students in SVG. The notion of
these students using their gadgets for educational purposes, that is, capitalising on their use of technology
to improve their learning arose. However, since students are not allowed to have some of these gadgets at
school, the teacher-researcher became interested in investigating the students use of these technologies as
tools for learning outside of the school.

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Perspectives on students IT use and competence

As is the case elsewhere, there is the common perception in SVG that students are more knowledgeable,
more competent and keener in relation to ICTs than the older generations, often including many of their
teachers. Indeed, many have embraced the concept of students as digital natives as expounded by
Prensky (2001). Pushing this perspective, Prensky implies that all young people born in the era of
pervasive technology will demonstrate competence with said technology even if no formal instruction is
given. There is however evidence to suggest that the idea of global competence may not be sound.
Indeed, it has been argued that there may be nuances to students IT use, and that there is in fact only a
very narrow range of activities in which a large proportion of students engage, with the majority of ITrelated activities pursued by a minority of students (Bennett & Maton, 2010). For example, research has
shown that there are some technology-related activities such as game playing and content creation in
which fewer young people than one would expect of digital natives, engage (Salaway & Caruso, 2007;
Maton & Bennett, 2010). Some (e.g. Selwyn, 2009) advance the idea that rather than being competent,
expert users of technology, many young people are in fact disempowered, disenchanted and alienated
when it comes to technology-related activities.
The debate over what Selwyn (2009) describes as the exaggerations and inconsistencies associated with
applying Prenskys (2001) concept of digital natives to the younger generation continues. It cannot be
denied though, that students are all different and that using an all-inclusive term to label them is
inaccurate and misleading. Evidence suggests that students are not all experts with the technology, and
that many students lack the competence with the technology to adequately benefit from its use in the
classroom (Li & Ranieri, 2010; Calvani, Fini, Ranieri, & Picci, 2012). Perhaps the difference between
students who were born into the world of technology and the older generation upon whom the technology
was thrust, is that the younger generation is more open to its use and more willing to experiment with it in
new settings. This openness and acceptance of the technology may be what some interpret as comfort,
confidence and competence. Indeed, a study done in SVG revealed that students, like their teachers,
needed training in the appropriate use of the technology. When these students encountered a problem with
the technology, they would try things until something worked (Leacock, Warrican & Veira, 2013),
sometimes with adverse outcomes to the machines. In contrast, when their teachers encountered
challenges, sometimes even minor ones, generally their first instinct was, rather than try something, to
seek assistance from elsewhere, including from the students who they considered to be experts (Warrican,
Leacock, Veira & Thomas, 2012). Despite this, what is evident is that the technology is pervasive and
that, whether they are keen or not, students must be helped to capitalise on the educational benefits it
presents.
This more realistic picture of students competence with technology raised questions about the nature of
their experiences with this technology as learning tools.

Online facilities as educational tools

Even though there may be some debate about the level of technology expertise students may have, one
thing that seems to emerge from the research is that the activity in which the majority of young people,
including students, engage is social networking (Bennett & Maton, 2010; Clark, Logan, Luckin, Mee &
Oliver, 2009). These activities allow them to share their lives and interests with others using the Internet
(Hung & Yuen, 2010; Zaidieh, 2012). Social networking is a member of the family of what are
commonly called Web 2.0 tools: web-based resources designed to encourage collaboration and sharing.
They include not only social networking sites (e.g. MySpace, Facebook and Twitter), but also sites that
support services such as blogs and wikis (Gaffer, Singh & Thomas, 2011; Hung & Yuen, 2010; Zaidieh,
2012). It is however noteworthy that social networking sites are found to be more frequently used by
students than are the other Web 2.0 tools (Bennett & Maton, 2010). This finding is borne out in the
context of SVG, where it was found that students from as low as Grade 3 use these social-networking
facilities, but made no mention of other Web 2.0 tools (Leacock, Warrican & Veira, 2013). This fact,
along with the availability of portable devices among the students of the school involved, contributed to
the activities around which this paper is centred. The paper seeks to record the experiences of a class of
students as they were introduced to the use of Web 2.0 tools for learning outside of the classroom.

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There is no doubt that todays students have a knack for making use of technology for communicating
(Eynon, 2009). For these young people, communication is not limited to face-to-face interaction,
expensive telephone calls or letter writing. For them, the use of online facilities for sharing appears to be
second nature and online sites are inundated by students who communicate with each other this way.
Papp (2010) explains that social networks and virtual worlds are some of the most popular and widely
used applications in existence on the Internet, and that they allow students the convenience of searching
for information and learning when they want to, rather than when they have to. The popularity and pull of
social networking sites and their value in academic contexts is recognised by some schools that use these
facilities for activities such as updating students on sporting and academic information, making contact
with students and taking virtual field trips in other countries as part of their learning process for subjects
such as Science and Geography (Davis, 2010). The fact that students are already using these
communication facilities on their portable devices has perhaps contributed to teachers efforts to integrate
them into the teaching and learning transactions.
The notion of using social networking for learning is supported by writers such as Hunter, Laursen and
Seymour (2006), who indicate that learning is largely a social process, which is enriched when students
are able to conceptualise and critically think about academic problems with others. This is perhaps the
reason that online social networks are the popular trend with students and why educators are now seeking
to use them for pedagogical purposes. When an environment exists where students are communicating
freely with persons including their peers about various matters and are doing this daily by means of
portable devices that connect online, then it seems prudent for teachers to capitalise on this facility to
improve student learning. As Matthews, Andrews and Adams (2011) explain, social learning spaces help
to facilitate student involvement in their learning through social experiences. They point to the example
of a university where a science learning centre was created with access to wireless networks and rooms
for socialising. This resulted in frequent visits to the centre between classes to socialise and to seek
academic help from peers who were able to explain difficult concepts to those seeking help. It is this
independent student-centred learning that is desirable in modern classrooms that are seeking to move
away from the traditional teacher-centred practices. The use of online forums like blogs and social
networks can therefore assist the process of educating students by engaging them and creating
comfortable spaces in which they can communicate with each other to learn. The use of portable devices
and social networks therefore can facilitate group work or peer tutoring using technology.
The availability of Internet services along with its accessibility by means of the various portable devices
makes another resource a viable option as an instructional tool: websites. According to McMullin (2005),
a website can be a repository of information like a library, which allows students to readily access
material at will. McMullin also points out that websites are convenient mechanisms for dissemination of
resources. This implies that teachers can use websites to post information that students can use to acquire
knowledge, thus releasing them from having to provide notes. This can help to transform classrooms into
student-centred environments that actively engage the students, creating a sense of belonging and student
ownership of the learning process. Apart from being a repository, a website can facilitate the use of web
logs or blogs. Blogging is a facility that promotes independent learning by allowing students to reflect on
the knowledge acquired and shared, and to explore various thoughts about the particular topics under
discussion. Blogging is described as both the construction of a personal knowledge artifact and an
ecological practice, which presents emergent knowledge as a series of common, dynamically linked
spaces (McMullin, 2005; ODonnell, 2006). Like social networks, this can be a powerful tool for
developing reflective and independent learners in a student-centred classroom (Helmer & Bloch, 2010).
ODonnell (2006) also suggests that students can be encouraged to use blogs to post research notes,
stories and reflections throughout their studies. He indicates that blogs can be a forum in which students
critique the work of their peers. Since the creation and reaction to blogs can be accomplished using
portable devices, this facility presents another excellent technological tool that educators can use to
promote learning outside of the walls of the classroom and regular school hours.
The value of technology for facilitating learning outside of the classroom and of regular school hours
cannot be overlooked. One limitation of face-to-face learning environments is that they take place at
specified times and often a limited amount of information is discussed. The availability of technology in
the form of portable and other devices with Internet connectivity allows students to have access to content
relevant to the studies at any time and to engage meaningfully in asynchronous discussion of said content

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(Gilbert & Dabbagh, 2005). Consequently, students who prefer to study at times outside of the regular
opening hours for school can do so.
It is the availability of these online facilities (e.g. the Internet) and the presence of portable
communication devices that prompted interest in the use of these resources to promote learning among
students in a secondary school in SVG, and to investigate students and teachers reactions to their use.
This investigation was undertaken by a Biology teacher at the school, taking on the role of a researcher in
conjunction with two other researchers, university lecturers who are interested in the use of technology in
education.

Methodology
This study sought to answer the question: what are the views, practices and experiences of students and
their teachers in relation to the implementation of ICTs to promote teaching and learning outside the
classroom and regular school hours. For this purpose, an action research design was adopted. This design
was deemed appropriate since, according to Gay, Mills and Airasian (2009), action research permits
education practitioners to conduct systematic enquiry in the teaching-learning context. Furthermore, this
research design allows for close collaboration between all stakeholders (Cohen, Manion & Morrison,
2000) as they seek to bring about sustainable change (Warrican, 2006). In this case, a problem was
identified (how to minimise the interference to the summer break for the students and teachers who must
engage in the summer session) and a solution was sought. Based on the teacher-researchers observation
of the prevalence of portable and other electronic devices, the solution involved the introduction of ICTs
for educational purposes, not only during the summer session, but also during the school term to engage
the students outside of regular classroom and school hours. In keeping with the tenets of action research,
the idea was sold to the students and their teachers in order to win their cooperation and willing
participation in the initiative. The aim was to initiate a sustainable change in how students and teachers
engage in the teaching-learning process, making use of powerful technology available to them. In
accordance with the nature of action research, a cyclical process that involved the cooperation and
collaboration of all the participants was followed: the initial solution was implemented and data were
collected and analysed. Then, based on the findings, a revised plan was devised and implemented. Data
were also collected and analysed during this second cycle. The feedback from this cycle was also used to
make adjustments to the innovation of using ICTs for out-of-school learning purposes. This paper reports
on the first two cycles or phases of the action research process.
Participants
The research was conducted with fourth and fifth form (grades 10 and 11) students in an all-girl
secondary school in SVG and their teachers, where the teacher-researcher was a teacher of Biology. The
first phase of the research was conducted with 65 Biology students who were participating in an annual
summer programme designed to prepare the students for the upcoming academic year of study. The
second phase or cycle involved 218 students from the major subjects pursued at the school, namely the
sciences, the liberal arts and business. All the students involved were taking classes in information
technology. Data were also collected from teachers of the students involved in the study.
Data collection
During the first phase of the study, data were collected by questionnaire and observation. The
questionnaire was designed to collect data about the students views on the usefulness of the electronic
resources; their feelings about using the resources, and solicited suggestions for improving the resources
that were being offered. Students practices in relation to the electronic resources were also observed to
determine the extent to which the students were using them.
During the second phase, data were collected by focus group interviews with a sample of students
selected from the classes that had access to the online resources. Two groups, (one with grade 10 students
and the other with grade 11 students), each with five students, were involved. For each group, one student
from each of the five classes at the grade levels was randomly selected for participation. During the focus
group interviews, students were asked about their awareness of the website, its content, parents
awareness of its existence, frequency of use, quality of information, types of games and impact on

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understanding. Along with the focus group interviews, a whole class discussion was also conducted with
22 students in one of the Grade 11 Biology classes. This discussion addressed issues such as their feelings
about the website, its usefulness, the Google and Facebook groups, as well as any challenges they
experienced using them. Semi-structured interviews were also conducted with the teachers (Chemistry,
Integrated Science, Biology, Visual Arts and Information Technology) who used the online facilities in
their practice during the research period.
Data analysis
Data from the questionnaire were compiled and were analysed using descriptive statistics in the form of
frequencies. The observation data were used to determine which facilities the students were using, how
frequently they were using these facilities and for what purpose, where possible. The archival records of
interactions between the teacher-researcher and the students and among the students themselves,
including email and postings on the discussion boards, were also examined for evidence of practices,
views and experiences of the students. Furthermore, the interview data were explored for themes that shed
light on the views and practices of the students in relation to the use of their electronic devices to access
the resources, as well as on any successes and challenges that the students experienced. Where
appropriate during both phases of the study, feedback from the students via these data was used to modify
the teaching and learning resources that were made available.

The teaching and learning activities

As was mentioned earlier, the idea to investigate the use of ICTS to facilitate teaching and learning
outside of educational purposes in a school in SVG was conceived after it was noticed that the students at
the school had access to such devices. Since there was no guidance as to what the students would like and
find useful, a decision was made that the teacher-researcher would try out some resources with her
Biology students, and based on their feedback, the resources would be modified and shared with the
wider school population. Thus, the first phase of the research was planned and implemented.
Phase 1 of the research ran from June to August 2010, over the summer vacation period. In SVG, as is the
case in other Caribbean countries, students entering the fourth and fifth forms at the secondary level
(grades 10 and 11) are often given assignments and/or attend classes organised by their teachers to help to
prepare them for the next academic year. After noticing the students apparent affinity for communicating
using electronic devices such as smartphones and tablets, the teacher-researcher decided that, rather than
have her students come to the school for extra tuition and assistance with their Biology summer
assignment, she would make the resources available to the students using online communication
resources, namely a Google group. This group contained links to sites and prepared notes relating to the
content relevant to the assignment, past examination papers and a discussion board. In order to sell the
idea to the students and their other teachers, the teacher-researcher shared information with them and
explained how the initiative would work. Additionally, the information about the online availability of the
summer assignment and the related resources, along with detailed instructions about how to access them,
was sent to the students via email. At this time, another Biology teacher at the school, Ms. Zen, expressed
interest in engaging her students in this way, and her students were also given access to the Google group.
After monitoring the students initial use of the Google group, the teacher-researcher and her colleague
noticed that some students were not signing on to the group. Since many of the students already had
Facebook accounts, Ms. Zen then created a Facebook page with the intention of grabbing the attention of
those students who did not join the Google group. Thus, throughout the summer vacation, the teacherresearcher and Ms. Zen shared information with their students by posting additional resources relating to
the summer assignment to the Google group and the Facebook page. They also engaged the students in
discussion and encouraged the students to engage in discussion among themselves. The use of these
online resources was monitored throughout the summer period, with attention also being paid to the
students comments relating to their experiences.
Phase 2 of the research was conducted during the first term of the next academic year (September to
December 2010). At the start of this period, a questionnaire was administered to the Biology students who
used the online resources during the summer and the teacher-researcher also held discussions with the
students in her classes to find out how useful the groups were to them and their general feelings about

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learning in this way. Based on the findings from the data collected from these students, the electronic
resources were revised and Phase 2 of the research was designed. Revision included the discontinuation
of the Google group, the retention of the Facebook page, and the creation of a website that provided
online learning support for the students. Initially, the website, which was constructed by the teacherresearcher, contained only resources for the Biology students (e.g. lists of topics, notes, assignments, labs,
games, videos and pictures). This then served as a model for introducing teachers in other subject areas to
the website as a means of engaging in the teaching and learning transaction outside of the regular school
hours.
Teachers in the Sciences, Visual Arts and Information Technology all expressed interest in using the
website as a repository of information to which their students could have access outside the classroom
and out of regular school hours. Thus, students had online out-of-regular-school-time access to
instructional resources in Biology, Chemistry, Integrated Science, Information Technology and Visual
Arts. Apart from instructional material, the teacher-researcher created a blogging space for Biology, and
placed a link on the website. The purpose of this space was to facilitate interaction/discussion between the
teacher and the students and among the students. During this phase, data were collected from both
students and teachers to determine their views on the use of these technologies as tools for facilitating
teaching and learning, especially during times when school was closed.

Findings and discussion

As mentioned earlier, the use of the ICTs to facilitate teaching and learning out-of-regular-school-hours
was initiated in June at the end of the academic year, and data collection for the first phase of the action
research was done primarily during the summer vacation (July and August). As is the nature of action
research, there was constant interaction between the researchers and the other participants. Below are
findings from this first phase of the study garnered from questionnaires, archival data from the discussion
boards and other communication between the students and the teacher-researcher, and how these findings
informed the second phase. Except for the teacher-researcher, all other names used are pseudonyms.
Early practices, experiences and views of students using ICTs to learn outside the
school walls
Initially, the existence of the Google group as an alternative to the regular face-to-face summer
programme normally put on by teachers at the school was communicated to the Biology students. Since
the students were joining on a voluntary basis, it took some time for many of them to sign on, even
though encouraging emails were sent to them. Table 1 below indicates the number of students who signed
on to the Google group, by month.
Table 1
No. of students who joined the Google group, by month
Month (2010)
June
July
Number of students joining the
24
24
Google group

August
1

Despite initial expressions of willingness by the students, the number of users registered on the Google
group was somewhat low, as only 37% of the 65 students had signed on by the end of June. Consultation
with the students shed some light on this low usage. For example, students indicated that they found this
mode of communication too public and some of them were reluctant to use it as others would become
privy to their queries (and by extension, their apparent lack of knowledge), as illustrated by the comment
below, sent by email to the teacher who was encouraging her to participate in the Google group:
Ms. I dont really know what to say. Do I have to? Ms, when I look at what the others wrote
there isnt anything left for me to say and suppose what I say is wrong? I dont really want
everyone seeing my stuff if it is wrong. (Kristy, Gr 11)

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Some students were more comfortable with emailing the teachers where the interaction would be between
them and the teacher only. This is illustrated in the below email exchange between the teacher-researcher
and a student.
Kristy: hi miss v, I am confused with all that you have told everyone and so im askin for
myself [Four Biology-related questions listed]. Thank you :D
Miss. V: Kristy, place these on the discussion board and check there for a response.
Kristy: Plz ans the questions plzzzzzzzzz jus want a straight ans
Here, the student did not want to use the Google group discussion board, but merely wanted the teacher to
answer her queries by email, privately. Indeed, for some students, this sentiment continued into the
second phase of the study, even though the teacher-researcher pointed out that with the use of the
discussion boards, other students would benefit from advice being given. This is evident in the next
exchange. This exchange also highlights another factor that contributed to the initial low usage of the
Google group: challenges with signing on.
Shelly: Hi miss. In the project rite for number 1,are you doin the causes etc. for the example
that you give. and do you have to give cause, symptoms for both the example given in
plants and in animals? so would it be two tables that you are doing one for animals and one
for plants?
Ms. V: Shelly, I would like you to kindly copy and paste all of your questions onto the
discussion board on the google group. I will respond there for the benefit of everyone.
Thanks
Shelly: miss do you have to draw the cycles of the insects? cant u get something from the
internet...and ummm fro number one..can u do like two tables..like one for plants and one
for animals...and i'm confused..isntit one example for like each type of disease and for that
example you give the cure and so...plz clarify for me...sryy miss but I dont understand how
to post the stuff and so
Ms. V: Shelly, you need to post these queries on the group. Go to the group, where you see
discussions, look to the right hand side of that and you will see new post. Click on it (new
post), write your questions and I will respond there. When I respond you will get an email
and you can go to the group, click on your discussion and read.
Shelly: miss if i new how iwud have
Ms. V: Send me your phone number.
Shelly: [An SVG number given]. but miss i'm kinda in canada. but anyway the phone
number for the house here is
Ms. V: Ok Shelly, I'm not going to call Canada. You have used the discussion board before
and I've replied though....why arent you able to get through? If you go on the group and
click on discussions or new post what do you see?
Two things are evident here. First, some students had difficulties signing on to the Google group. This
was a source of frustration for them, as illustrated by the students response to the teachers suggestion
that she post her queries to the group (miss if i [k]new how I w[o]u[l]d have). Indeed, during the
interviews, when asked about their experiences with the Google group, several of the students spoke of
difficulties. For example, one girl said:
The [G]oogle group is good but it gives me trouble. When I sign in it would say that I am
not a part of the group. (Shella, Gr 10)

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The second thing that is evident is a benefit of using ICTs in this way. Regarding the conversation with
Shelly above, the student was in Canada, but was still able to be in touch with her teacher and colleagues
and was able to obtain guidance and assistance as she worked on her assignments.
To address the reluctance to use the Google group, the teacher-researcher and her colleague, Ms. Zen,
decided to respond only to queries posted to the discussion board rather than to those sent by email.
Additionally, students were given assistance and clarification in relation to the signing on process.
Consequently, by the end of July, 74% of the 65 students were using the Google group to interact with
their teacher and their peers about the summer assignment, though under duress in some cases. The
students were still reluctant to respond to posts, and in fact, days passed before there was any response.
Recognising this reluctance to respond on the Google group, and having reflected on the fact that the
students were on summer vacation, the teacher-researcher decided to add some familiarity to the
discussion by using the board in a manner familiar to the students: social connecting. She appealed to the
students emotions and acknowledged their possible feelings of being overwhelmed. The following
discussion ensued:
Ms. V (Jul 19, 9:10pm): Are you tired and fed up of the assignments and labs in what is
supposedly called a vacation?
Shanta (Jul 20, 8:39pm): Absolutely fed up!
Ms. V (Jul 21, 11:29am): Hang in there, the prize at the end will be worth it! However, try
to pace yourself so that you at least get some sleep and rest during the break
This was in fact the first time that students responded to one of the teachers posts within a twenty-four
hour period. This marked the beginning of sharing among peers and with the teachers through the group.
However, though some students openly used the board for help with the assignment, others continued to
make requests by email. Of note here though is the nature of the requests from the students. They now
tended to ask for links and websites rather than asking the teachers to give them information, indicating
their willingness to engage with the available resources themselves. For example, one student wrote:
im getting along great wid d assignment, butcan u send me a link wid physiological
diseases in plants plz. i checked textbooks [and] went online but icant find anything.
(Request from the Google Group Discussion Board)
This willingness to use these technologies to find information that they need for educational purposes
even though they avoided the discussion board, suggests that perhaps the reluctance to use the Google
group stemmed from fear of exposing their academic selves in a public forum more than anything else
and hence the emailed requests. Indeed, this notion finds some support in the fact that, once the teacherresearcher introduced a more social aspect (see excerpt of conversation with Shanta above), the students
more openly used the discussion board to talk about issues such as the stress they were feeling as they
worked on their assignments.
In action research, adjustments are often made to the initiative as it evolves. In this case, based on the
reluctance of some students to use the Google group for discussion, a Facebook group was introduced at
the start of August. It was felt that since many of the students already had Facebook accounts and as Papp
(2010) suggests, tended to live out their lives in online environments through social networks, they may
be more amenable to this alternative. Indications are that within six hours of its creation, 12 students had
signed on to the group. The Facebook group provided access to the same resources that were available on
the Google group. This group was monitored primarily by Ms. Zen. While there are no specific details
about the pervasiveness, frequency and nature of its use, the students were asked about the Facebook
group as well as the Google group on the questionnaire that was administered to the students when the
summer session was over and during the interviews.
On the questionnaire, the students were asked about their use and views of the resources provided. The
data collected indicated that the students found all of these materials useful, with no resource being
ranked as useless. Table 2 below shows the proportion of the students who responded to items relating to

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the use of the Google Group Discussion Board and the Facebook Wall. Not all of the students responded
to each item on the questionnaire, hence totals do not add up to 100% of the 63 students.
Table 2
Percentage of students who gave various responses to items about the two discussion groups
Feature
Is a waste of my time
Is useful to my work
Allows interaction with my peers
Allows interaction with my teachers
Is not necessary
Note. n = 63

Agree (%)
Google Facebook
8
0
65
49
48
51
60
56
3
3

Unsure (%)
Google Facebook
10
5
5
8
13
2
3
0
11
6

Disagree (%)
Google Facebook
52
54
0
2
5
6
6
3
54
48

Of note in the table above is that favourable opinions about the usefulness and scope for interaction were
held by comparable proportions of students in all but one item: [The group] is useful to my work. For this
item, 16% more of the students agreed with this statement for the Google group than they did for the
Facebook group. This discrepancy may be linked to the fact that the teacher overseeing the Facebook
group somewhat veered away from the original plan This may appear anomalous, especially in light of
evidence (presented later) that indicated that the students preferred the Facebook group. However, a
possible reason for the discrepancy is evident in these comments that were made during the interview:
[The teacher] generally tells us about things via email or emails direct information for class
so even though she tells us to use the groups we just do it if we feel like. (Zeena, Gr. 11)
[The teacher] emails us information directly ... We are always on Facebook so we check
the [Facebook] group but its like we couldnt be bothered because [the teacher] doesnt
seem to be bothered. All along it was always like this, even with the group from summer.
(Paula, Gr. 11)
Apparently then, in her efforts to help the students who were experiencing some frustration and
discomfort using the Facebook group, much of the information that this teacher provided was not posted
to the Facebook group, which was under her care. Indeed, in one exchange on the Facebook group, a
student made a request of the teacher-researcher. When she responded, the student thanked her and added
that the other teacher had already given her a response. Since that response did not appear on the
Facebook wall, the implication is that the response was given elsewhere (more than likely, via email).
Thus, others with a similar query would not have benefited from it and as such, the usefulness of the
group to some students might have been affected. Generally though, the students recognize the value of
both groups as a means of interacting with their peers and teachers. What is evident though is that these
interactions were not restricted to academic areas only. The students also wanted to use the space to
socialise with each other even as they sought help from their peers and teachers.
Despite the fact that the Facebook group was reportedly found useful by fewer students than was the
Google group, the students still reported a preference for the Facebook group over the Google group, with
41% of the sixty three students who responded to the questionnaire expressing dislike for the layout and
design of the Google group while only 6% expressed such feelings for the Facebook group. Reasons for
this preference emerged during the interviews with the students. The comments below illustrate this:
Kristy: The colour is pretty, it is easier to follow and it gives me a reason to go on
Facebook so I prefer it to Google.
Sally: The responses on Facebook are better and the notification of anything new comes
through whenever we students go on Facebook.
Kristy: If Google had a filter, it would be better.
Shella: The process of adding the Facebook group is just shorter.

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Risa: Facebook is prettier and much easier to follow.

Greeta: I think it should just be Facebook alone because it is so much easier to follow.
The students here clearly found Facebook easier to access and to use because they were already
accustomed to this social networking facility.
In order to make a decision about the continuation of the project after the summer vacation, the students
views were sought on the questionnaire. The data showed that 81% of students wanted the groups to
continue in the new school year. They also suggested that fun activities such as games, quizzes and videos
be placed on the groups, that more subjects be added and that a more accessible discussion board be set
up for the Google group. Taking these suggestions into consideration, a decision was taken to extend the
project into the new academic year, with the following modifications:

The development of a website with a student-friendly design and layout to attract more students;
The replacement of the Google group by a blog with a link on the website;
The retention of the Facebook group as a notification system.

In addition, provisions were made for resources from other subject areas to be added to the website.
These modified provisions were taken into the second phase of the project to make educational
opportunities available to the students outside of the classroom and of regular school hours.
Phase two: Extending ICT resources to facilitate learning out of the classroom
Phase Two of the project got underway in September 2010. At the start of the academic year, the website
was set up. Apart from Biology, resources were also available for four other subject areas: Information
Technology, Chemistry, Integrated Science and Visual Arts. At that time, it was only available to students
in Grades 10 and 11 at the school. The Grade 11 students were primarily those students who were in
Grade 10 during Phase One. The blog and Facebook facilities that were available via the website were
those set up by the teacher-researcher for the Biology students. Other teachers were however free to
create these facilities for their students. In order to gauge responses to the website and the concept of
learning outside the walls of the classroom, activity was monitored and interviews were conducted with
students and teachers.
Evidence revealed that generally, the idea of the website received good support from students, teachers
and parents. For example, though parents were not asked directly what they thought, comments from the
Grade 11 students during the focus group interviews indicate that they thought the website would help
their children. When asked what their parents had to say when they were informed, the following
comments were made:
Kia: My mom said I hope you use the site more than Facebook and she usually checks on
me when I am on the computer.
Olivia: I gave them the letter they didnt say anything, they just took it and read it.
Lanny: My mom wanted to see the site after the letter, and she asked me if I use it. I told
her yes and she said okay.
Teanne: My mom said it was a good thing, because if I miss work because Im absent I
would be able to access notes.
Students were pleased with the games in the Biology section as they had requested after Phase One. They
also liked having access to laboratory assignments for Biology and Information Technology and the
resources for Visual Arts. Indeed, during the interviews, students appeared to be very enthusiastic about
the website. In fact, they even shared ideas about resources that they felt would be useful on the website.
For example, they wanted more fun activities in other subject areas besides Biology; they wanted more
subjects added, for example, Physics, Economics, English Literature and foreign languages. They

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suggested ideas for links that they would find useful, for example, Sparknotes and performances of books
being studied for literature as well as links to translators for foreign languages. There were several
requests for video clips. In fact, during one conversation where the students were discussing the need for
more videos and other graphics, one student commented:
When things are online on computer, my eyes are wide open even if Im tired once graphics
are present. There are video clips of Denzil Washington acting as Troy in a Literature book
that our teacher told us about. More of this would be useful. (Olivia, Gr 11)
Apart from this, students also commented on the impact of the website on their learning. For example, in
addressing this issue in the focus group interview, the following conversations ensued:
Cindy: Yes, the notes help a lot.
Molly: Yes, it keeps me up to date and Im going to try to play the soccer game Cece was
talking about when I go home.
Anna: Yes, for instance the notes on cigarette smoking and tables are easier to remember
and I learnt things I didnt know before for the cigarette smoking one.
Cece: Yes, because it is easier to get notes when they are posted rather than having to go
and make them. I do not like the picture or the colours though [on the websites home
page]; want to see that changed.
These four students, like several others interviewed, felt that the website was helping them as they
grappled with subject content. Generally then, there was a level of excitement, enthusiasm and motivation
as the students spoke. There was an indication that they were taking control of their own learning.
Students also appeared to like the idea of the blog; they seemed to prefer it to the Google Group
Discussion Board that was previously used. During the focus group interview, when students were
discussing how they used the website, the blog was mentioned quite often. This is well illustrated in the
conversation below:
Lanny: I use [the website] to access information for Information Technology, Biology and
Chemistry regularly and to comment on the [Biology] blog which I think is a very good
idea because you get to read different answers and learn things you didnt know. For
instance, the past paper questions for the Form 4 [Grade 10], I was reading through their
answers and learning things I didnt know.
Sally: I use it for SBAs and the blog is cool, I like it.
Teanne: I like the general idea of questions and reading the answers from everyone on the
blog but I would like games that are related to the notes more.
The idea of the blog is so well accepted that a bit later in this conversation, another student while
expressing what she thought would enhance the website said:
[The website] just needs more subjects like Maths, English B, History, French and Spanish.
For History the teacher can put up information on the different persons we learn about in
class, and for English B, miss can put up summaries for the books. I want more practice for
Maths. More fun activities would be good too, like puzzles, games, and more blogs.
[emphasis added]. (Kia, Gr 11)
Again here, the students expressed interest in materials to improve their own learning which leads back to
the problem solving and constructivism skills discussed by Frei, Gammill and Irons (2007) and Reeves
(1998) respectively. They also expressed their desire to have a common space in which to voice opinions
and share them with their peers through the blogging phenomenon. McMullins (2005) description of

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websites as repositories of information and blogs as places for social learning and expressions from
students is therefore applicable here.
Apart from students, the teachers were interviewed to find out about their experiences and views in
relation to the website and the resources there. One issue of concern was that though several of the
teachers expressed interest in posting resources to the website, only four of them actually did. During the
interviews, this matter was addressed. Evidence suggests that teachers felt that they did not have
sufficient access to the equipment that would facilitate the design and production of these resources. For
example, the coordinator of the club for one of the subjects stated that she was interested in placing the
clubs activities on the site but that no one seemed to have a camera to record their activities. Another
teacher who placed instructional material on the site expressed similar sentiments:
I would like some computers and projectors at least in the [subject] room for the grades ten
and eleven students, to incorporate it into teaching and then utilise the website more
effectively and also use power pointsI would like a Wacom screen along with the site. It
is like a touch screen, you draw on it directly. It is more fun for students instead of
traditional means. It is a more innovative way to teach especially in a modern context
Another factor that apparently contributed to teachers reluctance to use the website was their perception
that it would require extra work to prepare the material to be posted. For example, during the interview,
one teacher stated:
The workload is the limitation. I will have to make a conscious effort to try to help by
posting materials per topic as they are taught. A projector and the Internet would help a lot
because I would then be able to teach using those and the website to increase students
interest. (Mr. Henry, a teacher)
As was the case with other teachers, Mr. Henry also pointed to the challenge of equipment as a deterrent.
The third factor that affected teachers use of the website, somewhat related to the previous factor, is
time. It is apparent that they struggled to find the time to provide the type of material that the students
requested. In fact, two of the teachers interviewed used the same words when discussing this issue. They
both said The problem is time. Thus, evidently, though the teachers may have recognised the usefulness
of the website, preparing and posting instructional material were apparently limited by insufficient
equipment for production of said material along with insufficient time to deal with what they perceived to
be extra work in addition to their regular duties. Like the students, some teachers recognised the benefits
of using the technology for learning both outside the walls of the classroom as well as within, and felt that
the website was having a positive impact on student learning. For example, during the interview, Ms. Zen
remarked:
The website is helping in some way. For example, a student Teanne, is improving. She
usually does not do well on exams or when it comes to answering past paper questions.
Now, she answers questions better. The blog is definitely helping with answering of
Caribbean Examination Council type questions
This is indeed good commendation for the project, despite the challenges that the teachers reported. But
these challenges are not insurmountable, with some creativity. These factors may merely be the teachers
mechanisms to avoid activities with which they may not be comfortable or competent. This appears to be
in harmony with the notion that if teachers are not comfortable with innovations, then they are reluctant to
embrace them (Fullan, 2007), even though they may think that the innovation is necessary or beneficial.
The apparent vast divide between the students relative ease of use of the technology and the teachers
competence presents a challenge here. The desires and needs of the students who are willing to learn in
this environment may call for skills that are beyond individual teachers. These findings suggest that for
success and sustainability, a whole school approach with support and guidance for teachers may be a
viable solution to this.

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One year later

The data for the second phase of the research were collected during the first term of the 2010-2011
academic year (Sep-Dec), but the teacher-researcher continued to administer the website with a view to
making it an integral part of the learning environment for the students at the school. Based on feedback
from the second cycle of the action research process, the teacher-researcher continued to encourage her
colleagues to consider using the website and other tools to facilitate learning out of regular hours. She
made presentations during staff meetings, devised and conducted training sessions for her colleagues and
demonstrated how the ICTs could be integrated into the instructional process. She also worked on
securing some commitment from the schools administration to the initiative and to find ways to address
the issues and concerns raised by the other teachers who were still reluctant to embrace the innovation.
The research team therefore decided to have a follow up look at the school one year after the project was
introduced. What was found was encouraging, and suggests that though there were (and continued to be)
challenges, the use of technology to facilitate learning outside of the classroom was still being practiced
in the school. In fact, there were developments that boded well for this innovation.
For example, the website was still active and resources for more subjects were added. In addition, for
some subject areas, resources were added for students in grades other than 10 and 11. Furthermore, using
a proposal prepared by the teacher-researcher, the school was able to acquire equipment requested by the
teachers through the schools fundraising committee: mimio pads, mimio teach devices, projectors,
laptops, speakers, presenters, video camera, digital camera, digital microscope and projector lamp
replacements, surge protectors and adapters. The school also constructed a storage cupboard and installed
a security alarm system to house and protect the equipment. This equipment was augmented by
projectors, white boards and netbooks that were part of the governments one-netbook-per-student
initiative. With the net book initiative, grade 7 (the only grade that was issued the net books at the time)
students who did not have their own devices were able to access the website and benefit from the
resources there.
Perhaps one of the most encouraging signs of the sustainability of the change to the teaching and learning
culture of the school is the fact that the school devised a policy on the use of this technology. This policy
not only addressed the use of the schools equipment, but also students use of portable devices (e.g.
iPads, Samsung tablets, Nooks and Kindles) at school, since increased numbers of students were bringing
their devices with them to school. Students were using these devices to take notes in classes and
download learning resources (from the website and textbooks from commercial sellers), and the teacherresearcher reported that emails she received from students commonly ended with the phrase Sent by my
iPad or Sent by my blackberry device or even Sent by my iPhone, a sure sign that the students are
using their portable devices as an integral part of their learning experiences. In the meantime, the teacherresearcher is continuing to facilitate development activities for the teachers at the school.

Conclusion
This action research project was undertaken to explore students, and to a lesser extent their teachers,
views, practices and experiences in relation to the use of ICTs as tools for learning outside of the
classroom and regular school hours. The online resources were introduced during the summer when the
students in Grade 10 would normally have a face-to-face summer session to prepare them for the
upcoming school year. Based on feedback from the students involved in the summer session, the
resources were revised, expanded to include a website and a blog, and made available during the first
term of the new academic year. The report here shares findings from these two cycles of the research
process. Some main findings are summarised below:

Initially, students had difficulties accessing the resources provided via a Google group;
Students were reluctant to use the discussion boards for academic purposes, apparently due to
fear of exposing their lack of knowledge;
Over time, students requests for information were replaced by requests for online sources of
information (e.g. links to useful websites);
Students seemed to prefer using a Facebook wall for discussion and interaction over a Google
group;

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Students found the ICT provisions useful to facilitate interaction with their peers and teachers
even when they were abroad;
Students were enthusiastic about the online availability of instructional resources (e.g. on a
website) that they could access at any time;
Despite acknowledging the usefulness of the online resources for their students, several of the
teachers who initially expressed interest in the activities were reluctant to embrace the
innovation;
Teachers blamed limited time for preparation and lack of access to appropriate equipment for
their reluctance to use the website as a repository for instructional material.

These findings shed some light into the use of ICTs by these students who Prensky (2001) would include
in the group of so-called digital natives. For example, the students had good access to available
technologies, but had challenges in their use, for example, not knowing how to sign on and post to the
discussion boards. Furthermore, though they tended to use the ICTs for social purposes, these students
were somewhat reluctant to use them to interact with each other for academic purposes. The development
among the students also tended to reflect what is noted in the literature. Students were enthusiastic about
the online resources, but were specific about what would attract them. They wanted colour, graphics and
ease of access. When these characteristics were incorporated into the resources, more of the students
made use of the provisions. Of note is the fact that the students were initially reluctant to engage in the
online discussions because they did not want to expose their lack of knowledge. In the Caribbean setting
where students attending the more prestigious schools such as the one involved here are considered to be
the top students, this reaction is not unusual. These students were not anxious to feel vulnerable in a
learning situation. It took some cajoling from their teacher for them to engage in discussion in this forum.
However, once they started, they acknowledged that it was worthwhile to have such discussion. They
found it useful to know how their peers were thinking, and to have the conversations online for easy
access later on. It was also encouraging to note that one year after the project began, there was a changing
culture at the school. The school had upgraded its technological infrastructure and there was greater
tolerance for portable electronic devices as learning tools. More students were bringing their devices to
school and were using them both in and out of the classroom for learning.
The evidence from this study also brought to light some issues related to technological change in an
educational setting. It revealed that, as is often the case with educational change, the teachers found the
innovation valuable and beneficial, but perhaps due to their own lack of knowledge and expertise, they
tended to be a bit slow in adopting it. As Schlechty (2001) points out, teachers cannot do what they do
not know how to do (p. 162), and the identified challenges of time and inadequate access to equipment
may be the teachers way of masking their lack of confidence and competence in the use of technology to
promote learning. A follow up study in the school after the introduction of the equipment, staff
development opportunities and school policies on the use of ICTs could investigate these issues.
At the end of this research, several lessons were learned from this project, including:

Seeing the value of an innovation does not mean that individuals will readily embrace it.

Small acts that do not conform to the intent of the change can inadvertently affect the success of
the change (e.g. emailing resources to students rather than pointing them to the discussion boards
as intended).

Using ICTs as tools for teaching and learning can break down the boundaries to learning by
encouraging interaction across vast distances (Students can be in touch with their teachers even
when in distant lands).

Using ICTs in this way encourages students to cooperate and share with each other as they
engage in learning activities; something that is not generally part of the educational tradition of
the region.

Though students may be enthusiastic about using the technology for socialising, they may not
readily embrace it as a tool for learning, especially where they have to expose themselves or
their lack of knowledge to others.

Portable devices can be put to educational use, and though students may use them primarily for
socialising , if the resources appeal to them and meet their learning needs, they are more likely to
use these valued technologies for learning independently, outside the walls of the classroom.

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The findings of this study and the lessons learned can be of value to other schools across St. Vincent and
the Grenadines, as well as across the region, and can also provide information for international
comparisons. As more schools become equipped with information and communication technologies and
as portable and other electronic devices become prevalent among students, the learning environment of
schools can expand, extending beyond the walls of the classroom, beyond the school compound, and even
beyond national boundaries. This would contribute greatly to the development of students, including
those in the Caribbean, as independent, collaborative learners.

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Corresponding author: Andrea Veira, andreaveira@gmail.com
Australasian Journal of Educational Technology 2014.
Please cite as: Veira, A. K., Leacock, C. J., & Warrican, S. J. (2014). Learning outside the walls of the
classroom: Engaging the digital natives. Australasian Journal of Educational Technology, 30(2),
227-244.

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